Pedagogical strategies for research training in the professional programs at the Popular University of Cesar

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dc.contributor.authorAlmendrales Hernández, Angie Gisella; Gordon Hernández, Yimi; Gordon Araujo, Juan Pablo
dc.date.accessioned2025-05-29T02:30:50Z
dc.date.available2025-05-29T02:30:50Z
dc.date.issued2020
dc.description.abstractAbstract This research focused on analyzing the pedagogical strategies for research training present in the professional programs at the Popular University of Cesar. The level of competencies was diagnosed reviewing the pedagogical strategies embodied in the curriculum and designing a virtual methodology course. It was theoretically supported by authors such as Hernández et al. (2014), Namakforoosh (2014), among others. The research was explanatory, with a non-experimental design, of a descriptive transectional type. The population was made up of 1,203 teachers from the 18 undergraduate programs offered by the Popular University of Cesar in Valledupar. A simple random sampling (Martínez, 2012) was carried out, resulting in a total sample of 209 teachers with a 95% confidence level. An instrument previously validated by five experts was applied while the Alpha Cronbach formula was used to estimate the reliability of the instrument, taking 10% of the sample studied (0.837). An ANOVA test determined that there are differences between the dimensions under study, while the Tukey Post Hoc test determined how much the studied dimensions differed from each other. Key words: pedagogical strategies, training, investigation, competencies
dc.identifier.urihttp://repositorio.unicesar.edu.co/handle/123456789/1402
dc.titlePedagogical strategies for research training in the professional programs at the Popular University of Cesar
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